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10th icse transformation of sentences
- 1. How do we transform sentences? Learning Objective
- 2. To discuss rules of transformation To test transformation of sentences Learning Outcomes
- 3. What are the rules for transformation? Transformation of Sentences We can change the form of a sentence containing the adverb “too”, as shown below:-
- 4. What are the rules for transformation? Transformation of Sentences As the following examples show, it is possible to change the Degree of Comparison of an Adjective or Adverb in a sentence, without changing the meaning of the sentence.
- 5. What are the rules for transformation? Transformation of Sentences Interchange of Affirmative and Negative forms:-
- 6. What are the rules for transformation? Transformation of Sentences Interchange of Assertive and Interrogative forms:-
- 7. What are the rules for transformation? Transformation of Sentences Interchange of Assertive and Exclamatory forms:-
- 8. What are the rules for transformation? Transformation of Sentences Converting Simple to Complex forms:-
- 9. What are the rules for transformation? Transformation of Sentences Converting Complex (Noun Clause) to Simple forms:-
- 10. What are the rules for transformation? Transformation of Sentences Converting Complex (Adjective Clause) to Simple forms:-
- 11. What are the rules for transformation? Transformation of Sentences Converting Complex (Adverb Clause) to Simple forms:-
- 12. What are the rules for transformation? Transformation of Sentences Converting Compound to Complex forms:-
- 13. What are the rules for transformation? Transformation of Sentences Converting Complex to Compound forms:-
- 14. To discuss rules of transformation To test transformation of sentences Learning Outcomes How confident do you feel?
- 15. To discuss rules of transformation To test transformation of sentences Learning Outcomes How confident do you feel?
- 16. Rewrite the following sentences so as to get rid of the Adverb 'too'! Transformation of Sentences
- 17. Change the Degree of Comparison without changing the meaning! Transformation of Sentences
- 18. Convert the following Negatives into Affirmatives! Transformation of Sentences
- 19. Transform the following sentences Into Assertive sentences! Transformation of Sentences
- 20. Transform the following Exclamatory sentences into Assertions! Transformation of Sentences
- 21. Transform the following into Exclamatory sentences! Transformation of Sentences
- 22. Convert the following Simple sentences to Compound sentences! Transformation of Sentences
- 23. Convert the following Compound sentences to Simple sentences! Transformation of Sentences
- 24. Rewrite the following Simple sentences as Complex sentences! Transformation of Sentences
- 25. Convert each of the following Complex sentences to a Simple sentence! Transformation of Sentences
- 26. Convert each of the following Complex sentences to a Simple sentence! Transformation of Sentences
- 27. Convert the following Complex sentences into Simple sentences! Transformation of Sentences
- 28. Convert the following Compound sentences to Complex sentences! Transformation of Sentences
- 29. Convert the following Complex sentences to Compound sentences! Transformation of Sentences
- 30. To discuss rules of transformation To test transformation of sentences Learning Outcomes How confident do you feel?
- 31. To discuss rules of transformation To test transformation of sentences Learning Outcomes How confident do you feel?
- 32. How do we transform sentences? Learning Objective
Editor's Notes
- An overview of the content of the lesson Must be in the form of a question where appropriate Students should be able to answer the question at the end - either fully, partly or in a way that demonstrates they understand what gaps in their knowledge they need to address Verbs such as to understand / to know / to gain confidence / to learn Ask students to give the question a go and point out that, at the end of the lesson, they should be able to answer fully
- Measurable outcomes that students can demonstrate and self-assess against Must be written using Bloom’s taxonomy verbs Verbs based on students ability and pitch of lesson It must be clear that students understand the outcomes before moving on Make an activity of this slide: Ask students to read this aloud Ask them to paraphrase Ask that they explain what they mean Ask what they already know related to these outcomes There may be as few as 2 outcomes, or max 4
- The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- Revisit the first outcome and use the polling function to allow students to privately self-assess You may feel that the students do not need privacy to self-assess and in this instance, the chat box may be used Polling must be used until you can fully assess their confidence to use the chat box and express honesty If students self-assess as a 4/5, ensure that you are fully confident in their assessment Ask questions Ask for examples Students to ask each other questions If a few students self-assesses as a 3, but others as a 4/5, discretely ask the higher ones to give examples and to explain their achievement/understanding If all students are a 3 or below, do not move on. Move to a blank page at the end of the presentation and use as a whiteboard to further explain If students are ½, go back to the beginning Always ask students what the gaps are and help them to identify these in order to promote metacognition
- 1. The outcome changes colour when achieved to the same colour as the objective to demonstrate the connection, progress and what happens next
- The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- As previously.
- As previously.
- An overview of the content of the lesson Must be in the form of a question where appropriate Students should be able to answer the question at the end - either fully, partly or in a way that demonstrates they understand what gaps in their knowledge they need to address Verbs such as to understand / to know / to gain confidence / to learn Ask students to give the question a go and point out that, at the end of the lesson, they should be able to answer fully